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Dr. Andy Overstreet serves as the Director of Leadership Development at theFriday Institute for Educational Innovation. He is one of seven NELA Executive Coaches.
Dr. Overstreet's Assessment
"Shelley has spent most of her time this quarter in classrooms. She has done some supervised tecaher evaluations and meets with the principal regularly for debriefings. I get Log reports from her about teacher observations and we often discuss how to approach various situations with teachers. Shelley visits classrooms regularly, has conducted teacher evals and shared her observations with me. She has a good sense of what to look for when judging teacher instruction." ~Andy Overstreet
The graphs below depict an overall summary of Dr. Overstreet's assessment of my proficiency on the NC School Executive Evaluation Rubric for Pre-Service Candidates. All graphs use the following scale:
0 = Not Demonstrated
1 = Emerging
2 = Developing
3 = Proficient
4 = Accomplished
Standard 1: Strategic Leadership
1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community.
1b. Leading Change: The school executive articulates a vision, and implementation strategies, for improvements and changes, which result in improved achievement for all students.
1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, and goals and changes necessary for improved achievement for all students.
1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school.
Standard 2: Instructional Leadership
2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for student.
2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption of instructional or preparation time.
Standard 3: Cultural Leadership
3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture.
3b. School Culture and Identity: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school.
3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school.
3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff, which influences the school’s identity, culture, and performance.
Standard 4: Human Resource Leadership
4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community.
4b. Recruiting, Hiring, Placing and Mentoring of staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff.
4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, student achievement.
Standard 5: Managerial Leadership
5a. School Resources and Budget: The school executive establishes budget processes and systems, which are focused on, and result in, improved student achievement.
5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved student achievement.
5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved student achievement.
5d. School Expectations for Students and Staff: The school executive develops and enforces expectations, structures, rules, and procedures for students and staff.
Standard 6: External Development Leadership
6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes, which result in parent and community engagement, support and ownership for the school.
6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates.
Standard 7: Micro-Political Leadership7a. Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance.